Learning Analytics for Programme Review: Evidence, Analysis, and Action to Improve Student Learning Outcomes

Christine Armatas*, Theresa Kwong, Cecilia Chun, Christine Spratt, Dick Chan, Joanna Kwan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The application of learning analytics (LA) to research and practice in higher education is expanding. Researchers and practitioners are using LA to provide an evidentiary basis across higher education to investigate student learning, to drive institutional quality improvement strategies, to determine at-risk behaviours and develop intervention strategies, to measure attrition more effectively and to improve curriculum design and evaluation in both on-campus and e-learning settings. This paper is a case study report of the novel application of LA to programme curriculum review from a major cross-institutional project in Hong Kong. The paper describes the rationale for the project, the conceptual model that led the approach and the development of a software tool that allowed the automation of statistical analyses specifically relevant to programme review. In addition, the paper addresses a major challenge that the project faced in relation to data governance. The paper concludes by proposing the potential benefits of LA for programme curriculum review.
Original languageEnglish
Pages (from-to)461–478
Number of pages18
JournalTechnology, Knowledge and Learning
Volume27
Issue number2
Early online date3 Aug 2021
DOIs
Publication statusPublished - Jun 2022

Scopus Subject Areas

  • Education
  • Human-Computer Interaction
  • Mathematics (miscellaneous)
  • Computer Science Applications

User-Defined Keywords

  • Curriculum evaluation
  • Data governance
  • Learning analytics
  • Programme review
  • Student learning outcomes

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